English Unlimited Coursebook B2 / C1 HUM 4|5 Tilbury Hendra Rea Clementson Doff Goldstein Jenkins Zimpernik Donath Pope-Hoffmann Auch mit E-Book+ erhältlich
2. Auflage (Druck 0003) English Unlimited was originally published by Cambridge University Press © Cambridge University Press 2011 English Unlimited (öbv Version, 2nd edition) © Cambridge University Press and Österreichischer Bundesverlag Schulbuch GmbH & Co. KG 2022 www.oebv.at Alle Rechte vorbehalten. Jede Art der Vervielfältigung, auch auszugsweise, gesetzlich verboten. Schulbuchvergütung/Bildrechte: © Bildrecht GmbH/Wien Umschlagsillustrationen: Svenja Plaas, Wien Umschlaggestaltung: Petra Michel, Gestaltung & Typographie, Amberg Layout: Petra Michel, Gestaltung & Typographie, Amberg Illustrationen: Adam Silye, Wien; Kathy Baxendale, Nicholas Carn, Kate Charlesworth, Tom Croft, Maxwell Dorsey, Mark Duffin, Nick Kobyluch, Julian Mosedale, Nigel Sanderson, Sean Sims, Ben Swift, Lucy Truman Herstellung: Daniela Hochmayer, Wien Redaktion: Susanna Theuer, Wien; Jack Bourke, Cambridge; Celia Driver, Cambridge Satz: Adam Silye, Wien Druck: Ferdinand Berger & Söhne Ges.m.b.H., Horn ISBN (Cambridge) 978-1-009-18120-4 (Student’s Book, HUM, 4/5) ISBN (Cambridge) 978-1-009-32403-8 (Student’s Book, HUM, 4/5 Solo) ISBN (Cambridge) 978-1-108-77299-0 (Student’s Book + E-Book, HUM, 4/5) ISBN (Cambridge) 978-1-009-32404-5 (Student’s Book + E-Book, HUM, 4/5 Solo) ISBN 978-3-209-10300-0 (English Unlimited – HUM SB 4/5 + E-Book) ISBN 978-3-209-12535-4 (English Unlimited – HUM SB 4/5 E-Book Solo) ISBN 978-3-209-10306-2 (English Unlimited – HUM SB 4/5 + E-BOOK+) ISBN 978-3-209-12536-1 (English Unlimited – HUM SB 4/5 E-BOOK+ Solo) English Unlimited HUM 4/5, Schülerbuch + E-Book Schulbuchnummer: 205262 English Unlimited HUM 4/5, Schülerbuch mit E-BOOK+ Schulbuchnummer: 205263 English Unlimited HUM 4/5, Schülerbuch E-Book Solo Schulbuchnummer: 207878 English Unlimited HUM 4/5, Schülerbuch E-BOOK+ Solo Schulbuchnummer: 207879 Mit Bescheid des Bundesministeriums für Bildung, Wissenschaft und Forschung vom 13.04.2022, GZ BMBWF-2020-0.673.896Präs/14 gemäß § 14 Abs. 2 und 5 des Schulunterrichtsgesetzes, BGBI. Nr.472/86, und gemäß den derzeit geltenden Lehrplänen als für den Unterrichtsgebrauch für den IV.–V. Jahrgang an Höheren Lehranstalten für wirtschaftliche Berufe im Unterrichtsgegenstand Englisch (Lehrplan 2016) für den IV.–V. Jahrgang an Höheren Lehranstalten für Mode im Unterrichtsgegenstand Englisch (Lehrplan 2016) für den IV.–V. Jahrgang an Höheren Lehranstalten für Tourismus im Unterrichtsgegenstand Englisch (Lehrplan 2016) geeignet erklärt. Dieses Werk wurde auf der Grundlage eines zielorientierten Lehrplans verfasst. Konkretisierung, Gewichtung und Umsetzung der Inhalte erfolgen durch die Lehrerinnen und Lehrer. Die Bearbeitung erfolgte auf der Grundlage von: English Unlimited HAK/HUM 4/5, Schülerbuch mit Audio-CD und CD-ROM, Cambridge University Press und Österreichischer Bundesverlag Schulbuch GmbH & Co. KG, 1. Auflage 2015, ISBN 978-3-209-07535-2 (Autorinnen und Autoren: Alex Tilbury, Leslie Anne Hendra, David Rea, Theresa Clementson, Adrian Doff, Ben Goldstein; Waltraud Donath, Liselotte Pope-Hoffmann; unter Mitwirkung von Rob Metcalf, Chris Cavey, Alison Greenwood, Maggie Baigent, Bernd Mayr & Heike Mlakar) Liebe Schülerin, lieber Schüler, Sie bekommen dieses Schulbuch von der Republik Österreich für Ihre Ausbildung. Bücher helfen nicht nur beim Lernen, sondern sind auch Freunde fürs Leben. Kopierverbot Wir weisen darauf hin, dass das Kopieren zum Schulgebrauch aus diesem Buch verboten ist – § 42 Abs. 6 Urheberrechtsgesetz: „Die Befugnis zur Vervielfältigung zum eigenen Schulgebrauch gilt nicht für Werke, die ihrer Beschaffenheit und Bezeichnung nach zum Schul- oder Unterrichtsgebrauch bestimmt sind.“ Nur zu Prüfzwecken – Eigentum des Verlags öbv
www.oebv.at English Unlimited Coursebook · B2/C1 4/5 HUM Alex Tilbury Leslie Anne Hendra David Rea Theresa Clementson Adrian Doff Ben Goldstein Barry Jenkins Andrea Zimpernik Waltraud Donath Liselotte Pope-Hoffmann With contributions by Rob Metcalf, Chris Cavey, Alison Greenwood, Maggie Baigent, Bernd Mayr & Heike Mlakar Course consultant: Adrian Doff Nur zu Prüfzwecken – Eigentum des Verlags öbv
2 Contents Immigration, diversity and inclusion Goals Language focus Listening Speaking talk about migration, diversity and inclusion say how you feel about past events in your life write a blog post and a blog comment make deductions about the past describe strong feelings talk about cultural awareness write a leaflet write a questionnaire / do a survey Reflecting on the past Migration Making deductions about the past Describing strong feelings Languages Nadine and Akram talking about their experiences Cross-cultural experiences Cultural awareness in business Languages in India and the Netherlands Diversity Things you did recently Refugee intergration Cross-cultural misunderstandings Diversity in school Languages Explore speaking: Diversity in EU countries Global issues Goals Language focus Listening Speaking interpret maps and facts make comparisons and talk about changes talk about diet and nutrition discuss an issue take turns in a discussion write a leaflet write a blog post talk about health issues Differences and changes Interpreting meaning Talking about the future Types of food Changes and trends consist, include Taking turns Two people talking about the maps of the world Discussing issues Health campaigns Interpreting a map The world in 2050 Your family’s food Technology and food production Discuss an issue Health campaigns Explore speaking: Health issues Success in today’s business world Goals Language focus Listening Speaking talk about leadership qualities write a letter to the editor give advice about an interest or an occupation talk about statistics carry out a survey and write a report write a memo make and justify recommendations propose a venue for an event plan a virtual event Leading a team Giving advice Giving statistics Collocations Recommending and justifying How to start a business Vicki’s customer survey Proposing a team-building event Explore listening: Improving the business environment What it takes to succeed Advice about an interest or a hobby A customer survey Events management Hallmark events Presenting a venue Explore speaking: Entrepreneurship It’s all about advertising Goals Language focus Listening Speaking discuss brands describe effects and influences talk about the image and qualities of products talk about advertising and marketing describe an advertisement deliver a sales talk write a press release write a leaflet Effects and influences Image and qualities Advertising media Marketing words Multi-word expressions Promotional language Brands A viral video A marketing podcast Brand images Advertising media Present an advertisement Global advertising Viral ads and the internet A sales talk Semester check: Units 1–4 Unit 1 7th semester p. 9 p. 20 Unit 2 p. 32 Unit 3 p. 44 Unit 4 p. 56 Nur zu Prüfzwecken – Eigentum des Verlags öbv
3 Reading Writing Extras Explore The beauty of intergration Migration, immigration, emigration Cross-cultural misunderstandings Business etiquette in different cultures A blog post and a blog comment on integration A web posting about a cross-cultural misunderstanding A leaflet about business etiquette in Austria A questionnaire Across cultures: Languages Speaking: Diversity in EU countries Reading Writing Extras Explore Maps of the world Nutrition transition Surfaces that kill bacteria and viruses Explore reading and writing: Rich and poor Proposing a topic for an article A leaflet giving health tips for travelling Explore reading and writing: Rich and poor Across cultures: Health campaigns Speaking: Health issues Explore reading and writing: Rich and poor Reading Writing Extras Explore The surprising traits of good remote leaders Events management Venues for an event A letter to the editor about leadership An email about an interest or a hobby A report about survey results A memo to your co-workers Proposing a venue to a customer Info point: Planning a virtual trade show Listening: Improving the business environment Speaking: Entrepreneurship Reading Writing Extras Explore Advertising techniques Global advertising Viral advertising A press release Explore reading: Learn from the most persuasive adverts A press release Explore writing: Using advertising language in a leaflet Info point: Hospitality marketing Writing: Using advertising language in a leaflet Reading: Learn from the most persuasive adverts p. 18 p. 28 p. 42 p. 53 Nur zu Prüfzwecken – Eigentum des Verlags öbv
4 It’s an online world Goals Language focus Listening Speaking talk about knowledge and technology discuss how to access information write a blog comment talk about learning computer skills write a report talk about online fashion retail explain how to do something write an online article Talking about information and knowledge Participle clauses Pros and cons of modern technology The Hole in the Wall project Technology in different parts of the world Finding out information Computer skills Technology in Austria Explore speaking: Online fashion retail Work, work, work Goals Language focus Listening Speaking assess the importance of work analyse changes in the world of work write an article write a blog post and a blog comment talk about things you’re good at describe and evaluate skills report what people say write a letter of application Related words Work Transferable skills Patterns after reporting verbs The future of work Difficulties finding a job Things you’re good at The distribution of jobs in different economic sectors New forms of employment Women and work Transferable skills Interview experiences A memorable experience Companies Goals Language focus Listening Speaking talk about corporate identity and company culture write a blog post write a comment on a corporate blog identify management styles make your case in a disagreement talk about dealing with conflict negotiate a formal agreement write a formal email Talking about a company Making your case Verbs with adverbs and prepositions Negotiating an agreement Multi-word verbs with put An example of corporate identity Yousef talks to his manager Caitlin negotiating for compensation Opinions about what went wrong Explore listening: Negotiation styles Corporate identity and company culture Management styles Compromises Conflict management Negotiating an agreement Saving the world Goals Language focus Listening Speaking talk about climate change describe inventions and how they work discuss proposals describe an ongoing process say if actions are justified report and react to a point of view conduct a debate write a blog post write a report Climate change Active and passive infinitives Present progressive active and passive Adverb / adjective collocations Saying if actions are justified Reporting / reacting to a point of view Fighting global warming Discussing A. I. Explore listening: Meat consumption and the environment Proposals to combat climate change Compare and contrast pictures Transport Conduct a debate Present an environmental problem Explore speaking: A greener alternative? Semester check: Units 5–8 Unit 5 8th semester p. 62 p. 74 Unit 6 p. 86 Unit 7 p. 97 Unit 8 p. 108 Nur zu Prüfzwecken – Eigentum des Verlags öbv
5 Reading Writing Extras Explore The end of general knowledge? An interview about the Hole in the Wall Explore reading: Online banking A blog comment on accessing information Explore writing: – A report about online banking – An online article on how to do something Across cultures: Technology Info point: Banks and banking services Reading: Online banking Writing: – A report about online banking – An online article on how to do something Speaking: Online fashion retail Reading Writing Explore Changes in the world of work Women and work Unemployment The job interview: Things not to say and do Explore reading: Choosing a career An article about the employment situation of women in Austria A blog post and a blog comment about unemployment Explore writing: A letter of application Writing: A letter of application Reading: Choosing a career Reading Writing Explore A corporate blog Real professionals: The mediator A blog post describing a company A comment on a corporate blog An email reporting a compromise Explore writing: An email suggesting improvements Writing: An email suggesting improvements Listening: Negotiation styles Reading Writing Extras Explore Ideas to fight global warming The Sermilik fjord in Greenland Transport A blog post on transport issues Explore writing: – A blog post on alternative lifestyles – A report on transport Across cultures: Living ‘off-grid’ Writing: – A blog post on alternative lifestyles – A report on transport Listening: Meat consumption and the environment Speaking: A greener alternative? p. 70 p. 83 p. 94 p. 105 Nur zu Prüfzwecken – Eigentum des Verlags öbv
6 The world we live in Goals Language focus Listening Speaking talk about political events explain the benefits of something describe experiences of problem solving describe issues and priorities talk about dedicated people and their achievements persuade others to take action write a fundraising letter or email Expressions with prepositions and adverbs Describing benefits Problem-solving experiences Using the -ing form Achievements of important people Persuasive language International organisations Taking part in MUN A talk about Malala Yousafzai How to be a responsible tourist Explore listening: Hipsters save the world The United Nations The SDGs Tourism and the SDGs Dedicated people A subject for a documentary Two campaigns Present a campaign Trading with the world Goals Language focus Listening Speaking talk about import and export present a company write a report talk about changes in trade write a blog post explain what fair trade is describe the effects of globalisation write an article discuss CSR Talking about trade -ing form or to + infinitive Successful Austrian companies: Zotter Causes of globalisation Corporate Social Responsibility Explore listening: Global companies and consumer behaviour Austria’s imports and exports A company presentation Globalisation Effects of Globalisation Offshoring Tourism Goals Language focus Listening Speaking talk about developments in tourism support an argument present new trends talk about business travel organise a talk give information about important sights write an email write a leaflet deal with complaints Supporting an argument Organising a talk Describing a landmark The history of tourism Trends in tourism Business trips Working in customer services Things to see in the Beijing area Explore listening: Trends in tourism Describe a graph Support an argument Present a new trend Customer surveys Give a factual talk A talk about sights, history and culture Explore speaking: A talk about a language holiday Semester check: Units 9–11 Me and the world Goals Language focus Listening Speaking Talk about personality traits talk about identity promote myself use effective introduction strategies conduct a job interview talk about future plans write a letter of application Presenting a self-image self- Talking about identity Introduction strategies Interview questions Recruitment What defines you? Introducing yourself Recruitment in different countries Voluntary work Explore listening: Volunteer work Your online self What defines you? Conduct a job interview Your future plans Gap-year activities Explore speaking: Volunteer work Business communication Preparing for final exams Goals take part in trade fairs write invoices and cover letters deal with orders write reminders understand Incoterms make complaints and write adjustment letters Reading Listening Writing Speaking p. 112 Unit 9 9th semester p. 126 Unit 10 p. 136 Unit 11 p. 148 p. 154 Unit 12 10th semester p. 166 B p. 180 Nur zu Prüfzwecken – Eigentum des Verlags öbv
7 Reading Writing Extras Explore Making a difference Sustainable Development Goals Homeless world cup A protest movement Problem-solving experiences An article on a touristic area A subject for a documentary Explore writing: Write a fundraising letter Across cultures: Families Writing: Write a fundraising letter Listening: Hipsters save the world Reading Writing Explore Austria’s imports and exports International trade Globalisation Fashion and CSR Two articles about working conditions Explore reading: Fashion and CSR A report on Austria’s exports A blog post about international trade An article about globalisation Listening: Global companies and consumer behaviour Reading: Fashion and CSR Reading Writing Extras Explore The Travel and Tourism industry Business travellers The Vienna State Opera Explore writing: – An email and a leaflet recommending an eco-tour – A complaint and an adjustment letter/email Info point: Cultural tourism Listening: Trends in tourism Writing: – An email / leaflet recommending an eco-tour – A formal letter / email dealing with a complaint Speaking: A talk about a language holiday Reading Writing Explore Your online self Human Resources Assistant Preparing for a job interview abroad Gap year An application for a placement with the Austrian Service Abroad Explore writing: A letter of application Listening: Volunteer work Speaking: Volunteer work Writing: A letter of application p. 196 Writing guide p. 223 Vocabulary p. 208 Activities p. 237 Key Semester Check p. 123 p. 134 p. 144 p. 164 Nur zu Prüfzwecken – Eigentum des Verlags öbv
8 How to use this coursebook Each unit of this book is designed to help you achieve specific communicative GOALS . These goals are listed at the beginning of each unit. They are based on the language-learning goals stated in the Common European Framework of Reference for Languages (CEFR). The first pages of each unit help you develop your language skills and knowledge. These pages include SPEAKING, LISTENING, READING, WRITING and LANGUAGE FOCUS , with key language highlighted in blue. They are followed by a communicative speaking or writing task which will help you activate what you have learned. The Extras section of each unit contains Across cultures and/or an Info point providing more specialised, HUM-relevant information and terminology. The Extras section is modular in nature and doesn’t have to be dealt with at the point where it occurs in the unit. In the Explore section of each unit you practise the task formats which you will encounter in the Standardisierte Reife- und Diplomprüfung. This section may also provide additional language and skills work, aiming to help you become a better communicator in English. Each unit concludes with a Self-assessment grid in which you are encouraged to measure your progress against the unit goals set out at the beginning. You can complete this grid either in class or at home. The section Business communication introduces different types of oral and written communication as they are used in business contexts. Audios and sample texts provide examples of authentic business English; speaking and writing tasks help you practise what you have learned. The final volume of English Unlimited contains the extra part Preparing for final exams and a Writing guide with sample texts to help you pass the Standardisierte Reife- und Diplomprüfung. At the back of the book, there is a Vocabulary with English sample sentences and German translations. Go to www.oebv.at and type in the code for additional online materials. Media tasks are tasks which train your digital competence. Business training are tasks which train business communication and competence. Certain exercises have been marked this way to indicate that they are more challenging and/or are an optional consolidation exercise. This is the track number on the teacher’s CD. Audios are also available online. Go to www.oebv.at and enter the code. If you see this icon next to the page number in your book, you can listen to audios on your smartphone or tablet or access additional material. Ó Android iOS Scan the QR code and download the app. Then scan the cover of your Coursebook. To play an audio, scan the page or select the audio or other material from the list shown in the app. Nur zu Prüfzwecken – Eigentum des Verlags öbv
Ó k9p7ne Diversity – challenge or blessing? Work in groups. Global mobility is changing societies. Diversity and inclusion are more important than ever. Have you heard the terms below? If yes, in what context? If not, guess their meanings. Do you think they have positive or negative connotations? In pairs, go online and use a dictionary to get definitions of the terms listed. Compare your findings in class. With your partner, look at the pictures and choose terms from above that you think can be applied to the situations. Describe the pictures and explain your choice of terms in class. Example: We have chosen the terms inclusion and prejudice for the picture showing the nurse because old people should be included in society more. Unfortunately, many people have prejudices against the elderly … a Speaking 1 diversity in the workplace multicultural competence discrimination prejudice hate crime xenophobia immigration inclusion b c Discuss these questions using the new terminology. 1 How are societies, countries, lifestyles and working conditions changing? 2 What do diversity and inclusion at the workplace mean for you? Have you experienced any challenging situations during your internships? If so, how was it solved? 3 Can you think of possible negative aspects of diversity and inclusion? Find out about diversity and inclusion programmes in Austria and put together a 3-minute presentation on one of them. In your presentation, you should: ■■ outline the diversity programme you have chosen ■■ analyse data and statistics related to it ■■ assess benefits and gains for the citizens involved Write a handout for your presentation. d Writing & Speaking 2 a b 9 1 Unit Immigration, diversity and inclusion describe strong feelings talk about cultural awareness write a leaflet write a questionaire/do a survey Goals talk about migration, diversity and inclusion say how you feel about past events in your life write a blog post and a blog comment make deductions about the past Nur zu Prüfzwecken – Eigentum des Verlags öbv
Immigration Do you know anyone who’s moved from one country to another? What were their reasons? How did it make them feel? Talk together. Now listen to Nadine and Akram talking about their experiences. Answer these questions for each person. 1 Where are they from, and where do they live now? 2 Why did they decide to emigrate? 3 What is their status in their country of choice? 4 How do they feel now? Look at the sentences. Seven of them are from the recording. Who said them? 1 I regret causing them so much anxiety. 2 I don’t regret my decision, … + noun or -ing form 3 I’m sorry I missed your talk yesterday. 4 I’m not sorry I did it. 5 We were so glad we were in Europe. 6 Actually, it’s a good thing they caught us. + past simple 7 I only wish I had done it before. 8 If only there had been a school or something. + past perfect Which highlighted expressions can you use for: 1 A positive feelings? B negative feelings? 2 A things that really happened? B imaginary situations? Think of three or four things you did recently, for example: ■■ buying something ■■ going to an event ■■ meeting someone ■■ giving advice ■■ saying something ■■ throwing something away Write a sentence saying how you feel now about each thing. Use expressions from 4a. Talk in pairs. Tell each other about the things you did recently and how you feel about them now. Ask questions to find out more. Example: A: I bought a new computer last month. I’m completely broke now but I don’t regret it at all! B: Oh, right. What kind of computer is it? In pairs or small groups, read the extract from an article about immigration and talk about it. 1 Do you think immigration and integration have become more important issues in Austria since the arrival of large numbers of refugees in 2015/16? Why? / Why not? 2 Which of the statements are relevant for Austria? Find examples and discuss. Listening 3 a b 9mh5m9 1 Language focus Reflecting on the past 4 a b Speaking 5 a b c Reading 6 a The last few decades have seen a rapid growth in immigration almost everywhere. The increasing movement of people from country to country ■■ makes citizens fret about workplaces, wages, housing and cultural identity. ■■ helps populist rabble-rousers to exploit voters’ fears. ■■ makes governments tighten immigration laws. ■■ inspires people traffickers to invent ever more irresponsible methods to smuggle people across borders. 10 Language skills Extras Explore 1 Immigration, diversity and inclusion Nur zu Prüfzwecken – Eigentum des Verlags öbv
Read part of a news article about the integration of refugees in Italy. Answer the following questions. 1 Why has the number of immigrants increased so drastically in Italy? 2 What training activities are included in the project ‘The beauty of integration’? 3 What sectors do refugees typically work in? 4 What are the target groups of the theatre lab project? b Due to its geographical position, the crossing of the Mediterranean Sea has historically been the most used route for undocumented migrants. This route has become more prominent, as flow through other routes to the EU gradually faded. The principal destination for sea-crossing boats are the southernmost Italian territories, the Pelagie Islands. These islands are 113 km from Tunisia, 167 from Libya and 207 from Sicily. So, Italy is doubtlessly one of the countries that has faced a huge influx of migrants in recent years, which has resulted in tensions between the refugees and the receiving communities. Despite the frequent negative news headlines, numerous initiatives have been started to facilitate integration and make people realise the benefits of a multicultural society. In 2020, the Italian Refugee Council (CIR) launched a project called ‘La bellezza dell’integrazione’ (The beauty of integration), which organises training courses for 120 refugees who have been granted international protection. The EU’s Asylum, Migration and Integration Fund (AMIF) funded the project ‘The beauty of integration’ with the objective of promoting the social and cultural integration of refugees. Thereby refugees get help in finding a job through cultural activities and training. This initiative was developed by the humanitarian organisation together with a team of cultural associations across Italy. Four training courses were organised in collaboration with museums and institutions with experience in the management and promotion of cultural and artistic heritage. The courses did not provide a professional title but helped attendees find a job in the cultural tourism sector, training them on museum management and on the heritage of the cities and locations involved. Students also had the opportunity of working in the cultural and tourism sector. They all received an allowance to participate in the project’s activities. According to CIR, the initiative was developed together with Rome’s department for tourism, professional training and labour, and Teatro Pubblico Pugliese. Organisers said the course provided individual training in culture and tourism to help the participants become financially and socially independent. The projects aim to promote refugees’ integration in Italy’s cultural and social life, giving foreigners space to activate dialogue with local communities while providing more opportunities and services to those with international protection status. An important project aim is to promote a new way of experiencing museums through intercultural relations which are ‘an added value for communities and our territory’. The organisation also said that promoting socio-economic integration in job sectors other than those which typically employ refugees (such as healthcare, logistics or agriculture) was another focus point. Thus, the sector of cultural heritage and tourism becomes prominent in the field of integration as well as in Italy’s economy. The performing arts sector has also been involved in the integration of refugees offering free theater courses in Rome. Aimed at promoting social change, the courses are open to young Italians and migrants staying at hosting centres. The cultural association, ArteStudio, which promotes cultural projects with migrants to raise public awareness on issues around immigration and integration, is the main organiser. The theatre lab features Italians and migrants together on stage; it is open to people aged 14–35. Youths from difficult social backgrounds, such as young people living at migrant hosting centers, or adolescents who have been in jail, and communities for the disabled are the actors on stage. Language skills Extras Explore 1 Immigration, diversity and inclusion 11 Nur zu Prüfzwecken – Eigentum des Verlags öbv
Read the extract again. Talk about the highlighted terms and expressions and try to explain them in your own words. Look them up in a dictionary to check your explanations. Put together a wordlist, adding sample sentences and German equivalents if necessary. Talk together. Can you think of advantages and disadvantages that immigration entails for both sending and receiving countries? Work in A/B pairs. A, read part of a report on immigration on this page. Complete the text with the words below, then make a list of challenges and benefits for receiving countries. B, read and complete another part of the report on p. 208. List the challenges and benefits for sending countries. Language focus Migration 7 a b c asylum legal native student receiving demographic immigrants illegally RECEIVING COUNTRIES All over the world citizens’ attitudes towards newcomers have become less welcoming partly due to the growth of terrorism and the increasing number of refugees due to long-lasting conflicts like the war in Syria. Among the challenges for (1) countries is the issue of managing the influx of migrants, e.g. by deciding how many would-be-immigrants to admit and which ones; Canada, for example, admits (2) on the basis of points awarded for education, skills, language and youth. Another issue is the integration of potential immigrants. Among (3) immigrants, people seeking permanent employment make up a minority; the biggest group is relatives of people already in the country; another way of legal entry is (4) claims or coming to a country on a student visa. However, in an atmosphere of restrictive immigration policies, many people see no other way than to come (5) by overstaying their tourist or (6) visa, by crossing borders illegally or by using the services of professional people traffickers. While there is disagreement among experts about immigrants’ contribution to or strain on a country’s government funds, there is no doubt about their positive impact on a country’s age structure. Considering the (7) developments in industrialised countries – a lot of which will face declining populations by 2050 – immigration is a way of buying youth. As for job losses among the (8) population, the only group whose jobs immigration seems to affect, is the low-skilled. Quite often immigrants tend to compete on the job market with other immigrants who came before, whilst they complement rather than substitute native-born workers. Compare and discuss your lists. Explain the new vocabulary to your partner. Then try to think of some more benefits or challenges together. On mobility.com you came across this list of ideas that might help with the integration of refugees. d Writing 8 a Key points for the successful integration of refugees ■■ Cultural orientation programs to avoid unrealistic expectations ■■ Language skills training in receiving country’s language and English ■■ Partnerships between migrant refugee community organisations and local institutions to provide help with necessities like housing, medical care, education ■■ Projects must be tailored to the needs of refugees (not: one-size-fits-all) ■■ Focus on the receiving community: give locals an active role in integration programmes ■■ Develop leaders in refugee communities for coordinated communication ■■ Mixture of national and local programmes ■■ Focus on facilitating migrants’ access to the labour market ■■ Support migrants’ physical and psychological health 12 Language skills Extras Explore 1 Immigration, diversity and inclusion Nur zu Prüfzwecken – Eigentum des Verlags öbv
Cross-cultural experiences: One side of the story … Listen to the stories. Which person in each picture is telling the story? Listen again. Picture 1 1 Why did Vic and his wife take Neil to dinner? 2 How did the evening suddenly change? Picture 2 3 What was the party like? 4 What did Daniela do at the party? Picture 3 5 How did Haneul act when Virginia greeted her? 6 How did she act later at home? Neil Vic Madison Daniela Haneul Virginia 1 2 3 Listening 10 a fn3vj6 2 b Now add these expressions to the diagram. may have could have couldn’t have What form of the verb is used after have? b c Work in pairs. Discuss the issues and pick two that you find most important. Write a blog post on your topics (around 250 words). Don’t forget to encourage people to comment on your text. 1 Writing guide: Blog post, p. 197. Work in groups of four. Exchange your texts and write a reaction to the other pair’s blog post. Try to use as many new words on immigration as you can. Media task. Go online and research refugee integration programmes in your community or country. Prepare a 1-minute presentation in which you: ■■ explain the programme targets ■■ present the parties involved ■■ say whether you think it is a success b Speaking 9 Read the sentences from the stories, then add the highlighted expressions to the diagram. ■■ It can’t have been because I paid. He knew I was going to. ■■ He might have been a bit angry. It’s hard to say. ■■ I think she must have felt homesick. ■■ She may well have forgotten what I looked like. a Language focus Making deductions about the past 11 I’m sure it’s not true. It’s possible. It’s very possible. I’m sure it’s true. 1 3 6 7 2 4 5 Language skills Extras Explore 1 Immigration, diversity and inclusion 13 Nur zu Prüfzwecken – Eigentum des Verlags öbv
Read the sentences about Vic’s story. Rewrite the marked sentence parts using an expression from 11 which has the same meaning. 1 There’s no way that Neil was unhappy with the meal. He really enjoyed it. 2 Maybe he felt a bit ill after eating too much. 3 It’s possible the waiter made a mistake in the bill, and Neil noticed it. 4 Or perhaps Vic said something that upset Neil. 5 But obviously the waiter was upset about something, too. 6 There’s a good chance Neil was embarrassed by the waiter’s strange expression. In pairs, talk about the other two situations. Use expressions from 11 and 12 to speculate about why Daniela and Haneul acted as they did. Compare your ideas. How many different ideas did you get? …and the other Read the postings on the webpage Cross-cultural misunderstandings. What were the real reasons that Neil, Daniela and Haneul acted and felt as they did? 12 Speaking 13 a b Reading 14 a Cross-cultural misunderstandings your comments Neil, Canada Last summer, some English friends of mine flew over to spend a couple of weeks in Toronto. On their last evening here, they invited me out to dinner. I chose a popular Moroccan place called The Casablanca, and Vic and Esther were really (1) delighted with it – but then Vic only left a five-dollar tip for the waiter! The bill was almost $150 and in Canada, it’s normal to leave a 15% tip, sometimes even 20%. The waiter looked (2) appalled – he must have thought we were really unhappy about something! I didn’t want to embarrass Vic by putting more money on the table, so in the end, I quietly gave the waiter another $10 as we were leaving and that was that. Daniela, Colombia When I came to Australia a couple of years ago, I was really (3) intrigued by all the cultural differences I noticed, but as you can imagine, it took a while to get used to certain things. I particularly remember a party I went to soon after I got here – my first party in Australia. The people were friendly and the food was wonderful, but all the time I kept thinking, “Where’s the music? When does the dancing start?” Where I come from, a party isn’t a party without music and dancing! But nothing happened, and I left early, which probably wasn’t very polite, but I just felt so (4) out of place. Haneul, Korea This happened a few years ago. I had an Italian friend, and she’d arranged to come and see me in Seoul, so naturally I went to meet her at the airport. When she saw me, she screamed my name and ran over and hugged me and kissed me on both cheeks. I felt absolutely (5) mortified! Kissing and hugging in public is not how people usually behave here! People were staring at us, and some children were even laughing, but my friend didn’t seem to notice, so she must have been (6) baffled by my cold reaction. There was nothing wrong with what she did, but I couldn’t handle it at the time. How would you have felt in these situations? What would you have done? b 14 Language skills Extras Explore 1 Immigration, diversity and inclusion Nur zu Prüfzwecken – Eigentum des Verlags öbv
Which of the highlighted expressions in the postings have a similar meaning to A–F? A alone, not part of a group? D extremely embarrassed? B very pleased? E very interested? C very confused? F extremely shocked and upset? Now match more words with the meanings in 15a. 1 fascinated 3 humiliated 5 mystified 2 horrified 4 isolated 6 thrilled Think of an incident from your life when there was a cross-cultural misunderstanding, for example when you were: ■■ on holiday ■■ shopping abroad ■■ with family or friends ■■ in a relationship ■■ eating out ■■ … Think about how to: ■■ describe what happened. ■■ speculate about why it happened. ■■ describe your feelings. Listen to each other’s stories. Do you agree with each other’s speculations? Can you suggest any other explanations? Contribute a posting to the website cross-cultural misunderstandings. Write around 150 words. Cultural awareness Language focus Describing strong feelings 15 a b Speaking 16 a b Writing 17 What is ‘culture’? What factors play a significant part in creating culture? Would you agree that the above pictures illustrate different aspects of culture? If yes, which ones? What is ‘cultural awareness’ and why is it especially important for business people? Talk together and find at least three arguments. Listen to the interview with Dave Allen, managing director of Culture and Business Ltd, a company offering training in intercultural and diversity management. 1 How does Dave Allen explain cultural awareness? 2 Why is it so important for business people? 3 What do people learn in Dave Allen’s courses? 4 How will companies profit from diversity-in-the-workplace training? Listening 18 a 4f2g8w 3 b c Language skills Extras Explore 1 Immigration, diversity and inclusion 15 Nur zu Prüfzwecken – Eigentum des Verlags öbv
Work in groups of three. Student A, read the tips below. Student B, read the tips on p. 210. Student C, read the tips on p. 214. Tell the others in your group about your tips. Reading 19 a These tips on business etiquette in Asia could affect your level of success when dealing with Eastern cultures Greeting and addressing people Even though Covid has reduced physical contact, ways of greeting globally involve touching each other. The popular handshake has received some alternatives such as the footshake or the elbow bump. Nevertheless, shaking hands is a Western custom that is also quite common when doing business in Asia. So, if someone extends his or her hand, shake it immediately – not too firm, not too long and not with excessive pumping. Remember that Muslim women will not shake hands with men. In Japan, nod your head respectfully when shaking, but do not attempt to bow unless you have been properly coached – you will look ridiculous. Never assume that you can address people on a first-name basis until you are invited to. Instead, stick with the more formal title of ‘Mr’ or ‘Ms’. Always be on time for your appointments and meetings to show respect. As the pace of business is different in Asia, always plan lots of time for meetings and plenty of leeway between them. In India, and especially the Philippines, try not to overschedule yourself. Expect delays but do not be the cause of them. Present your business card Use two hands when offering your business card to a customer from Asia, and do the same when receiving theirs. Take a moment or two to examine the card, acknowledge it, then place it on the table in front of you or in a business card holder. Don’t put it in your back pocket and never write on a business card – doing so might offend your client. If you’re conducting a lot of business in a particular country, consider having your card printed in both English and their language. Be suitably suited Avoid an unintentional insult. Dress in a business suit for all meetings and conferences. Be aware of the climate. In India or the Philippines it’s very hot, so make sure to wear lightweight but smart clothes. Ask about appropriate attire for social events. Jeans might not be considered acceptable even if the dress code is casual. Recognise and honour local practices. In many Asian countries, you will be expected to remove your shoes before entering certain buildings, restaurants or rooms. Buy new socks before your trip and always carry an extra pair with you. It won’t do to have stained socks or socks with holes in them. Buy the right gifts Do your research beforehand to determine what kind of gift, if any, is appropriate. Forget about anything made of pigskin in Muslim countries and avoid giving things that come in sets of four in China (as the number four signifies death). In Indonesia, it’s inappropriate to bring a gift to your first meeting, while most Japanese companies appreciate a gift that everyone in the office can enjoy, such as a box of chocolates. Apologise when it’s expected If you think you may have offended someone, apologise. Not doing so will harm your career far more than the apology will hurt your ego. And remember: your sense of humour may not travel well across cultures. Leave your jokes at home so you won’t have to apologise later for causing offence. These tips will help you to develop strong professional bonds in Asia. If you are willing to increase your business travel, you will boost your image and your career enormously. Media task. Work in pairs. Go online and research alternative contactless ways of greeting that have developed due to the Covid pandemic. Compare your findings in class. b 16 Language skills Extras Explore 1 Immigration, diversity and inclusion Nur zu Prüfzwecken – Eigentum des Verlags öbv
Write an information leaflet for foreigners on business etiquette in Austria (around 250 words). Make sure you mention the following areas: ■■ professional dealings ■■ small talk and socialising ■■ dress code ■■ any other issues you consider noteworthy or important 1 Writing guide: Leaflet, p. 202. Do a survey to establish the diversity factor of your school. Put together a questionnaire to find out facts and figures related to gender, nationality, mother tongue and religion of students at your school. ■■ Do your survey in small groups, allocating a certain number of classes to each group. ■■ Exchange the information gleaned from the questionnaires, combine your findings and put together a poster presentation. ■■ Finally, discuss the results. (Are they surprising/what you had expected/typical of Austrian schools?) Writing 20 Writing & Speaking 21 Across cultures: Languages More than half the words of modern English have been adopted from other languages. In groups, guess which language each of these words came from. a Speaking 22 avatar alphabet boss cotton hamburger ketchup marriage opera plaza robot sauna ski shampoo tsunami yoghurt Arabic Cantonese Czech Dutch Finnish French German Greek Hindi Italian Japanese Norwegian Sanskrit Spanish Turkish Check your ideas on p. 211, then talk together. 1 Do you know if your language has given any words to English? Which words? 2 What languages have given words to your first language? Give examples. You’re going to listen to Sahana and Liesbeth talking about languages in India and the Netherlands. What do you know about languages in these countries? Listen to Sahana and Liesbeth. What do they say about these questions? 1 What languages are spoken? Where? 2 What about language learning in schools? Listen to Sahana and Liesbeth saying more about their languages. Which three of these questions do they answer? 1 How has the language changed in the last fifty years? 2 How do people feel about: gestures? volume? silence? interrupting? 3 How do people feel about changes in the language? 4 How have languages been important in the history of the country? 5 What are or were the most popular languages for people to learn? 6 How would you describe the character of the language? Listen again. Note down two or three details about the answers to each of the three questions. Compare your notes. b Listening 23 a b 9t9xj7 4 c d7mm5j 5 d 17 Language skills Extras Explore 1 Immigration, diversity and inclusion Nur zu Prüfzwecken – Eigentum des Verlags öbv
How do the expressions in each group 1–4 differ in meaning? Do any have the same meaning? 1 a language a dialect an accent 2 an official language a regional language a common language 3 a mother tongue a first language a second language 4 monolingual bilingual multilingual Prepare to talk about languages (or dialects) where you live or in another place you know. 1 Choose questions to talk about from 23b and c. 2 Plan what to say about each topic, using language from 24 to help you. Listen to each other’s talks. ■■ If you’re from the same place, do you agree with each other’s ideas? ■■ If you’re from different places, which facts do you think would be the most interesting or significant for a visitor? Write a handout for your presentation. Think about what additional information, links and pictures would be useful on the handout. Language focus Languages 24 a Speaking 25 b c Explore speaking: Diversity in EU countries Topic area: Diversity Focus: Immigration in Austria / cultural awareness Situation: You are an exchange student in an English-speaking country. You are taking part in a student project dealing with diversity in education and business life. The purpose of the project is to produce a general overview of immigration and diversity in EU member countries. Individual long turn (4–5 minutes): You have been asked to talk about the present immigration situation in Austria. Study the graph on the right. Use this information in your presentation to: ■■ outline what different nationalities live in Austria ■■ speculate about reasons why they leave their home countries ■■ evaluate the effects of immigration on immigrants and the native population 26 Anzahl der Ausländer in Österreich nach Staatsangehörigkeiten, Jahresbeginn 2021 Deutschland Rumänien Serbien Türkei Ungarn Kroatien Polen Syrien Slowakei 208.767 131.788 122.116 117.551 97.015 91.396 89.002 65.597 55.256 45.378 25.000 50.000 75.000 100.000 125.000 150.000 175.000 200.000 225.000 250.000 Anzahl der Ausländer Quelle: Statistik Austria © Statista 2021 0 Bosnien und Herzegowina 18 Language skills Extras Explore 1 Immigration, diversity and inclusion Nur zu Prüfzwecken – Eigentum des Verlags öbv
Self-assessment I can do this well. I can do this most of the time. I still need to work on this. talk about migration, diversity and inclusion say how you feel about past events in your life write a blog post and a blog comment make deductions about the past describe strong feelings talk about cultural awareness write a leaflet write a questionnnaire / do a survey 19 Interaction (8–10 minutes): After your presentation, you talk to another student. In your conversation, you should: ■■ explain why you decided to take part in an exchange programme ■■ discuss the importance of cultural awareness in everyday and business life (see article below) ■■ evaluate the advantages of spending some time abroad for your future career Making sense of other cultures Cultural awareness is the basis of successful communication. It involves the ability to reflect on our own cultural values, beliefs and perceptions. Why do we do things in a certain way? How do we see the world? Cultural awareness is essential when we have to interact with people from other cultures. People see, interpret and evaluate things in different ways. What is considered appropriate behaviour in one culture is frequently inappropriate in another. Misunderstandings arise when I use my meanings to make sense of your reality. An Italian is likely to perceive US Americans as people who always work, talk about business over lunch and drink their coffee running along the street instead of enjoying it in a bar. Does this mean that Italians are lazy and Americans hyperactive? No, it means that the meaning people give to certain activities, like having lunch or dinner, varies in different cultures. In Italy, where relationships are highly valued, lunch, dinner or even coffee breaks have a social connotation: people get together to talk and get to know each other better. In the USA, where time is money, lunches can be part of closing a deal where people sign a contract over coffee. Misinterpretations occur primarily when we lack awareness of our own behavioural rules and project them onto others. We tend to make assumptions instead of finding out what a particular behaviour means to the person involved e.g. that looking straight into your face is regarded as disrespectful in Japan whereas in America avoiding eye-contact is associated with dishonesty. Becoming aware of our own cultural dynamics is a difficult task because culture is something we are not conscious of. Our experiences, values and cultural background lead us to see and do things in a certain way. Sometimes we would have to step outside our cultural boundaries in order to realise the impact our culture has on our behaviour. It helps to get feedback from foreign colleagues on their perceptions of our behaviour to get more clarity on our own cultural traits. Language skills Extras Explore 1 Immigration, diversity and inclusion Nur zu Prüfzwecken – Eigentum des Verlags öbv
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